Action Plan Menus
The action plan menus have been created to support both the trainees generating action plans and the mentors in supporting the trainees. This is to ensure that trainee action plans are fit for purpose and help them to translate the targets they have been set into concrete improvements in their classroom practice.
The action plans provide a variety of specific and relevant actions for many of the Teachers’ Standards/Sub Standards. The actions outline the ‘how’ in terms of what a trainee might do to work towards achieving their targets. Trainees should select from the menu, identifying the actions that are relevant and most appropriate to them as learners, their key areas for development and the setting in which they are teaching. Actions may need an amendment to reflect their setting eg in terms of specific behaviour management strategies used within a particular school. The entire menu should not be copied and pasted into a trainee’s action plan.
Trainees should consider which of the actions from their action plan should be included in their lesson plans to ensure that they are completing the action plan cycle. In this way, at the end of each lesson, the trainee can reflect specifically on the actions they have implemented. What impact did they have on teaching and learning, behaviour and behaviour for learning and pupil progress? Did all pupils respond to an action in the same way? Do I need to adapt an action to improve its effectiveness?
Mentors may use the menus as discussion points during mentor meetings with their trainees to highlight where identified actions for professional development may occur within the setting. Mentors may also wish to use the suggested links to research on both the action plan menus and the training bulletins for their own professional development.
Action Plan Guidance and Checklist for School/Setting-Based Training (SBT) (Word doc)
Action Plan Cycle for Primary and Secondary (Word doc)
Contents
- 1 TS1: Set high expectations which inspire motivate and challenge pupils
- 1.1 TS2: promote good progress and outcomes by pupils
- 1.1.1 TS3: Demonstrate good subject and curriculum knowledge
- 1.1.1.1 TS4: Plan and teach well-structured lessons
- 1.1.1.1.1 TS5: Adapt teaching to respond to the strengths and needs of all pupils
- 1.1.1.1.2 TS6: Make accurate and productive use of assessment
- 1.1.1.1.3 TS7: Manage behaviour effectively to ensure a good and safe learning environment
- 1.1.1.1.4 TS8: Fulfill wider professional responsibilities. Part 2: Personal and Professional Conduct
- 1.1.1.1 TS4: Plan and teach well-structured lessons
- 1.1.1 TS3: Demonstrate good subject and curriculum knowledge
- 1.1 TS2: promote good progress and outcomes by pupils
TS1: Set high expectations which inspire motivate and challenge pupils
- Teacher presence and pupil engagement (TS1a, TS7c) (Word Doc)
- Set goals that stretch and challenge pupils (TS1b) (Word doc)
TS2: promote good progress and outcomes by pupils
TS3: Demonstrate good subject and curriculum knowledge
- Primary Subject Knowledge (TS3) (Word doc)
- TS3d Systematic Synthetic Phonics 3 (Word doc)
TS4: Plan and teach well-structured lessons
- Pace of learning (TS4a) (Word Doc)
- Homework (TS4c) (Word Doc)
TS5: Adapt teaching to respond to the strengths and needs of all pupils
- To know when and how to differentiate (TS5a) (Word Doc)
- Disadvantaged Pupils (TS5b, TS1b) (Word Doc)
- An awareness of physical, social and intellectual development (TS5c) (Word Doc)
- Have a clear understanding of the needs of all pupils (TS5d) (Word Doc)
TS6: Make accurate and productive use of assessment
- Formative assessment (TS6b) (Word doc)
- Questioning (TS6b) (word doc)
TS7: Manage behaviour effectively to ensure a good and safe learning environment
- Rules and routines for behaviour (TS7a) (Word doc)